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Impact of Extracurriculars on GPA

This document contains summaries of multiple studies that examined the relationship between participation in extracurricular activities and academic performance. Some key findings include: participation in extracurricular activities does not necessarily improve grades; getting better grades may lead students to participate in more activities; involvement in activities is positively associated with higher GPAs and test scores; and the relationship between activities and academic outcomes depends on factors like the type of activity, leadership roles, and individual learning styles.

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Bullet Pereye
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47 views6 pages

Impact of Extracurriculars on GPA

This document contains summaries of multiple studies that examined the relationship between participation in extracurricular activities and academic performance. Some key findings include: participation in extracurricular activities does not necessarily improve grades; getting better grades may lead students to participate in more activities; involvement in activities is positively associated with higher GPAs and test scores; and the relationship between activities and academic outcomes depends on factors like the type of activity, leadership roles, and individual learning styles.

Uploaded by

Bullet Pereye
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd

The results show very few causal effects of participation, even though

participation in most extracurricular activities is quite stable between the sophomore and

senior years. However, the grades a sophomore receives do seem to increase

participation in senior year extracurricular activities, especially in subject matter clubs.

These results suggest that (1) participation in extracurricular activities does not improve

grades or educational expectations, and (2) getting better grades may lead to students

participating in more extracurricular activities. (David Hunt, 2007)

This study looked at how extracurricular athletic, intellectual, and social activities

at the three public institutions in Peninsular Malaysia affected students' academic

performance. The results of this study showed that there is no strong correlation

between students' academic success and their involvement in extracurricular activities.

(Shamsudin S, 2014)

239 students who were picked at random for the study's sample are included.

Inferential statistics were employed to evaluate this study's design. A questionnaire with

19 questions was created to accomplish the study's goals. The outcomes demonstrated

a favorable impact of ECA involvement on students' GPA. The study discovered that

participants in ECA had higher GPAs than non-participants, and it also discovered that

participation in ECA did not influence the amount of time students typically spend

studying (the results revealed there was no correlation between them). The study also

revealed that students, according to the professors, are typically satisfied with the

extracurricular activities offered on campus. (Bakoban, R. A.; Aljarallah, S. A.)

The numerous chances are often advantageous to students who participate in

extracurricular activities. Participating in extracurricular activities has positive effects on


grades, standardized test scores, and educational achievement. People who engage in

extracurricular activities frequently have higher grade point averages (Nikki Wilson, May

2009)

The results of this study indicate that participation rates at Sacramento State are

a major cause for worry. State has been extremely poor (6.2 percent of the freshman

cohorts and 3.2 percent of the undergraduate cohorts). More work must be put into

luring and enlisting students to take part in these diverse extracurricular pursuits to

increase their involvement in class. Therefore, it is advised that the To boost the

number of students participating in extracurricular activities, universities spend more

money on their support reach and effectiveness of these initiatives, as they seem to

have a significant impact on raising academic the effectiveness of its students. (Jing

Wang, 2010)

The possible significance of is another matter that merits more research.

Academically, taking part in school activities could be more advantageous. Since school

belongingness is another feature linked to better academic performance in studies, the

researcher thinks that this might be the case. The researcher advises further research

into the relationship between student involvement in school-sponsored extracurricular

activities and if it increases students' feelings of school belongingness more than

participation in extracurricular activities outside of school. Since the activities are

occurring in the school rather than outside of it, one could anticipate that this would be

the case, but there may or may not be a statistical correlation. (Lauren Janssen, 2016)

IRR = 1.14; 95 percent CI = 1.03, 1.26) revealed that involvement in EA was

significantly and favorably related to general delinquency. This suggests that taking part
in EA raises the anticipated rate of general delinquency by about 14%. This outcome

contradicts our claim that EA involvement can lower overall delinquency. (Jonathan Lee,

2017)

Activities that are not part of the standard (obligatory) school curriculum are

referred to as extracurricular. These extracurricular activities have numerous beneficial

effects on students and are voluntary. Students do not gain additional credit for

engaging in them. Sports, clubs, administration, music, the arts, and dramatization are

some of these pursuits. In order to better understand how extracurricular activities affect

university students in Lahore, Pakistan, this study will look at their positive effects. In the

current study, a cross-sectional survey technique was employed. 200 students were

given the self-administered survey by practical random sampling. The data were

analyzed using descriptive analysis, and regression analysis was employed to assess

the study hypotheses. (Fakhar Zaman, 2017)

This study found a substantial distinction between extracurricular activities and

performance on language arts standardized tests between participants and non-

participants. Performance on mathematics standardized tests varied significantly

between extracurricular participants and non-participants. On the number of days

missed, there was a big difference between extracurricular participants and non-

participants. The number of student discipline contacts varied significantly between

extracurricular participants and non-participants. Scores on the language arts portion of

the standardized test were significantly predicted by participation in extracurricular

activities, attendance percentage, and number of discipline interactions. The results of

language arts standardized tests were not significantly predicted by gender or lunch
status. The amount of discipline contacts, extracurricular involvement, and attendance

rate were all important predictors of mathematics test scores. (Michael Lee Wilcox, May

2012)

Extracurriculars in public universities appear to be different from those at private

universities. Due to the funding raised for private institutions, it was discovered that

extracurricular activities in private universities were more successful than those in public

universities. The participants' jobs would eventually be impacted by these variances.

(Niyra Tawfik Elklisy, 2017)

Findings show that there is a positive correlation between percent of participation

in organizations and academic self-concept. There is a positive correlation between

self-concept and academic self-concept, as well as a correlation between self-concept

and percent of participation in sports. An inverse correlation was found between the

percent of participation in an organization and self-concept. (Abruzzo, Kristen J.; Lenis,

Cristina, 2016)

No significant relationship was found between students’ standardized test scores

and extracurricular participation. These results indicate a positive relationship between

participation in extracurricular activities and overall GPA. These findings may assist

teachers and school administrators in decision-making regarding the allocation of

resources to extracurricular activities. (Amy Meadows, 2019)

This research doesn’t explore the individual impact on students, but the skills and

lessons that the student’s take away from ECAs which are needed to fully understand

the impact of ECAs on different aspects of the student’s academic experience. When
comprehension of the variables that existing literature covers is achieved, then the

impact of ECAs on students can be effectively analyzed to determine the positive or

negative nature of ECA participation. (Samuel Soto, 2020)

A survey of 152 undergraduates at Mansfield University of Pennsylvania was

conducted to ascertain whether their relationship with the library was impacted by the

liaison librarian's participation in orchestra and theater plays. The study demonstrates

that students who engaged in theater-related extracurricular activities had favorable and

statistically significant results. (SheilaKasperek, January 2007)

In the disciplines of psychology and education, there has been an expanding

dialogue.  about the link between academic excellence and social skill mastery.

However, the role of extracurricular activities in fostering social and academic growth

has not been well investigated. The most current research reviews and meta-analyses

on involvement in extracurricular activities were carried out in the 1980s. It's time for a

quantitative analysis of the participation literature and an updated review. In order to

provide summative information about the effects of involvement in extracurricular

activities on various educational and psycho-social traits, this study integrates

participation studies from the 1990s. (Charla Lewis, 2004)

Less deficient pupils participated in extracurricular activities than those who

performed satisfactorily in class. The average GPA of students who participated heavily

in extracurricular activities was higher, and they were also more likely to assume

leadership positions. In comparison to students who did not hold a leadership role,

leaders had higher GPAs, were less likely to have academic shortcomings, and were

more interested in all kinds of extracurricular activities. (Laura fox, 2019)


It is believed that in order to improve learning effectiveness, instructors must

have a clear awareness of the connections between extracurricular activities, learning

strategies, and academic performance. The association between individual differences,

learning styles, and academic accomplishment in higher education has been found by

Biggs' Presage-Process-Product model on student learning. Generally speaking,

studies have shown that the deep approach is positively related to academic success. It

is argued that extracurricular activities boost pupils' self-confidence, which promotes in-

depth learning. About such a relationship, not much is known. (Yiu-Kong Chan, June

2016)

Six of the 102 papers that were analyzed were used to suggest extracurricular

activities that help lessen the effects of shyness. According to research, extracurricular

activities like debate, choir, sports teams, physical education, career and technical

student organizations, and entrepreneurship clubs and societies are the key pursuits

that can improve shy students' social and communication skills, participation in

instruction and learning, self-esteem, and career development.

Six of the 102 papers that were analyzed were used to suggest extracurricular

activities that help lessen the effects of shyness. According to research, extracurricular

activities like debate, choir, sports teams, physical education, career and technical

student organizations, and entrepreneurship clubs and societies are the key pursuits

that can improve shy students' social and communication skills, participation in

instruction and learning, self-esteem, and career development. (Normah Zakaria,

Masadliahani Masduki and Nur Nadiah Ismail, 2017)

Common questions

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While some studies report a positive correlation between extracurricular activities and higher GPAs , others suggest no strong link between participation and standardized test scores or academic grades . Additionally, while some research finds a correlation between extracurricular participation and academic performance, others highlight that the relationship might not be causal or significant enough across different contexts and education systems .

Participation in extracurricular activities generally has a positive effect on students' GPA, as evidenced by studies which found that participants tend to have higher GPAs than non-participants . However, the impact on standardized test scores remains unclear, with some findings indicating no significant relationship . While participation does not appear to directly improve grades or educational expectations, better grades may lead to increased participation .

Challenges include varying definitions and scopes of extracurricular activities across studies, the context-specific nature of assessments, and differing methodologies employed in research . There is also a lack of comprehensive, recent quantitative reviews that integrate diverse findings, leading to inconsistent conclusions about their academic and social impacts.

Extracurricular activities contribute to improvements in students' social and communication skills, increased self-esteem, and enhanced sense of belonging to school . Participation can also foster a positive academic self-concept and improve overall well-being .

Extracurricular activities such as debate, choir, and sports teams can significantly alleviate the effects of shyness. They provide opportunities for shy students to engage socially, enhance communication skills, and build self-esteem in supportive environments . These activities encourage participation and interaction, key components in overcoming shyness.

Participation in extracurricular activities, particularly those involving leadership roles, is often associated with the development of leadership skills. Students who assume such roles tend to have higher GPAs and are more likely to engage actively in various forms of extracurricular activities, suggesting that these experiences foster essential leadership qualities .

Extracurricular activities can enhance students' self-confidence, thereby promoting deeper learning approaches and effective academic strategies. Engaging in these activities might lead to improved application of learning styles that are positively correlated with academic success . However, understanding these impacts requires clarity on the connections between specific types of activities and learning outcomes.

School-sponsored activities could potentially enhance a student's sense of belonging more than external activities due to the inherent connection to the school environment and community. This may include factors like shared experiences with peers and faculty within the school context, which can strengthen the feeling of belongingness . However, the statistical correlation between school-sponsored activities and increased feelings of belonging needs further investigation.

Universities can enhance student enrollment in extracurricular activities by investing more resources into support and outreach programs to raise awareness and interest among students . Providing more appealing and diverse programs, ensuring adequate funding, and demonstrating the benefits of participation through campaigns or workshops can also entice more students to engage in such activities.

Private universities often have more resources to allocate towards extracurricular activities, making them more successful compared to public universities . This increased funding can enhance the quality and variety of activities offered, thereby potentially leading to better student engagement and developmental outcomes.

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